Contesting and Constructing International Perspectives in Global Education PDF
Preview Contesting and Constructing International Perspectives in Global Education
ContestingandConstructingInternationalPerspectivesin GlobalEducation Contesting and Constructing International Perspectives in Global Education Editedby R.Reynolds UniversityofNewcastle,Australia D.Bradbery UniversityofNewcastle,Australia J.Brown UniversityofNewcastle,Australia K.Carroll AustralianCatholicUniversity,Australia D.Donnelly UniversityofNewcastle,Australia K.Ferguson-Patrick UniversityofNewcastle,Australia and S.Macqueen UniversityofNewcastle,Australia SENSEPUBLISHERS ROTTERDAM/BOSTON/TAIPEI AC.I.P.recordforthisbookisavailablefromtheLibraryofCongress. ISBN978-94-6209-987-6(paperback) ISBN978-94-6209-988-3(hardback) ISBN978-94-6209-989-0(e-book) Publishedby:SensePublishers, P.O.Box21858, 3001AWRotterdam, TheNetherlands https://www.sensepublishers.com/ Printedonacid-freepaper Allrightsreserved©2015SensePublishers Nopartofthisworkmaybereproduced,storedinaretrievalsystem,ortransmittedinanyformorby anymeans,electronic,mechanical,photocopying,microfilming,recordingorotherwise,withoutwritten permissionfromthePublisher,withtheexceptionofanymaterialsuppliedspecificallyforthepurpose ofbeingenteredandexecutedonacomputersystem,forexclusiveusebythepurchaserofthework. TABLE OF CONTENTS Acknowledgements vii Introduction: Interpreting Global Education 1 Ruth Reynolds, Deborah Bradbery, Joanna Brown, Kay Carroll, Debra Donnelly, Kate Ferguson-Patrick & Suzanne Macqueen Section 1: Temporal and Spatial Views of Global Education 1. Re-Imagining Global Education in the Neoliberal Age: Challenges and Opportunities 11 Graham Pike 2. One Size Fits All? Global Education for Different Educational Audiences 27 Ruth Reynolds 3. Global Perspectives on Global Citizenship 43 Hilary Landorf & Eric Feldman Section 2: Telling National Stories of Global Education 4. The Significance of Schooling, Teaching and Education: A South African Perspective 55 Patrick Themba Sibaya 5. Educating Diverse Teachers in a Diverse Country: An Issue of Connectivity 63 Udan Kusmawan 6. The Neglect of Politics and Power Analysis in Development Education 77 Mags Liddy 7. The Implications for Secondary Teacher Training of Large-scale Polish Immigration into England 89 Trevor Davies Section 3: Empowering Citizens for Global Education 8. Democratising Schools 107 Javier Calvo de Mora v TABLE OF CONTENTS 9. Where’s the Action in Global Education? Employing Global Education for Lasting Change through Teacher Education 115 Suzanne Macqueen & Kate Ferguson-Patrick 10. Teaching with a Values Stance for Global Citizenship: Integrating Children’s Literature 125 Deborah Bradbery & Joanna Brown Section 4: Deconstructing Global Education 11. Service Learning as Post-colonial Discourse: Active Global Citizenship 135 Fran Martin & Fatima Pirbhai-Illich 12. Going Global 151 Kay Carroll Section 5: Transforming Curricula for Global Education 13. Historical Culture and Peace Education: Some Issues for History Teaching as a Means of Conflict Resolution 161 Henrik Åström Elmersjö 14. The Digital Studio as a Global Education Site: Imaging to Examine Issues of Social Justice and Human Rights 173 Debra Donnelly & Kathryn Grushka 15. A Global Citizenship Perspective through a School Curriculum 187 Murray Print 16. It Takes a Global Village: Re-conceptualising Global Education within Current Frameworks of School and Curricula 199 Kay Carroll 17. Educating for Global and Local Peace: Emerging Visions, Hopeful Practices 209 Toh Swee-Hin (S.H. Toh) Authors’ Biographies 223 Editorial Committee Biographies 229 vi ACKNOWLEDGEMENTS The editors would like to acknowledge the wonderful support we have received from some key people. First and foremost many thanks to our diligent and hardworking Research Assistant, Monica Gendi. We would never have completed this without her painstaking attention to detail. Secondly to Cecilia Chiu who is a copy editor of exceptional expertise. She chased up every comma and full stop with a vengeance that we now appreciate mightily. We would like to acknowledge our Editorial Committee who provided much needed commentary on articles and gave us direction when we needed it most. Members of this committee are listed in the back of this text. We would also like to thank our various authors who revised and revised, engaging in much professional discussion around their ideas of a global education. They have managed to do what we hoped they would – provide us with wide and varied perspectives to lift our visage beyond what our limited contextual experiences have thus far taught us about Global Education. We have learned a lot by the process and we hope readers will also. Also many thanks to Sense Publishers and Peter de Liefde, Publisher and General Manager, who are so responsive to our queries and helpful at all times. vii RUTH REYNOLDS, DEBORAH BRADBERY, JOANNA BROWN, KAY CARROLL, DEBRA DONNELLY, KATE FERGUSON-PATRICK & SUZANNE MACQUEEN INTRODUCTION: INTERPRETING GLOBAL EDUCATION This text addresses the need for an international perspective on global education and to provide alternate voices to the theme of global education. It takes key themes that require a global perspective and asks educators to indicate how their own experience of global education addresses them. Global education is a broad and contested concept imbued with varied values, understandings and practices. The term ‘Global Education’ is ascribed with a multiplicity of definitions depending on the context of the proponents. The aim of this book is to construct concepts of global education using international perspectives from experts rather than provide one definitive view, definition or approach. We followed the authors’ lead. Some chose to write on global citizenship, some on global education; some gave it an historical lens, some a futures lens. To us this was what we wanted from this book – to tap into a variety of views in order to reveal them to a wider audience. We identified authors who could contribute broad perspectives on global education and key questions were provided. We asked how they defined the area of global education; the key focuses in their field as they related to their national context; their personal contributions to the field; and the key tensions and challenges for global education in the future. We attracted internationally acknowledged authors from North America, Europe, Africa, Australia, and Asia who provided perspectives on a wide variety of contexts including tertiary education, teacher education, various pedagogies, including digital pedagogies, and curriculum development at school, tertiary and community levels. The text explores the tensions inherent in discussions of global education from a number of facets including spatial, pedagogical, temporal, social and cultural; and provides critical, descriptive and values-laden interpretations. We envisage this text as a starting point for a stronger international conception of global education and a way to build a conversation for the future of global education in a neo-liberal and less internationally confident time. Definitions Global education is about ‘preparing students for the increasing interconnectedness among people and nation’ (Zong, Wilson, & Quashiga, 2008, p. 199). Exponential R. Reynolds et al. (Eds.), Contesting and Constructing International Perspectives in Global Education, 1–7. © 2015 Sense Publishers. All rights reserved.
The list of books you might like
